Systemic Pedagogy began in 2000, a new focus in a new millennium, based on what is natural to life itself and focused on elements that had not been previously observed thought the systems are completely interrelated. - the educational system, family system and social system.
Systemic Phenomenological Approach to Teaching with Marianne Frank
Marianne visited CUDEC for the first time in 2002 and her subsequent visits have contributed to the dream of bringing this work into the education realm - for this CUDEC is so grateful to her. As Marianne Frank said in 2006, the transference of the systemic vision of family therapy to teaching, allows one to perceive persons not as isolated individuals, but as part of an interrelated structure. Hellinger points out that at the subconscious level, we participate in the family drama and in its collective destiny. Family constellations allow us to unveil the fact that we form part of a greater soul that includes all the members of the family - each subject to a basic order. When found and respected, we can find our place in the family, and respect the place and destiny of the other family members as well. Respect and love towards family members is not just a feeling, but also a manifestation of principles that are generally unconscious. We belong to the greater soul of the family and the fate of the family is our own. This is the basis of Systemic Phenomenology.
The beauty of Systemic Pedagogy is that it sees in a student's dysfunctional attitude, deep evidence of love - of unconditional loyalty to father and mother.
The final opportunity that parents have to participate powerfully and efficiently in the life of their children is adolescence and today more than ever, children need adults. At CUDEC, the educational process is dependent upon the generosity and effective efforts of the parents, which distinguishes it from other academic facilities.
The Future of Systemic Pedagogy
What is needed? Strength and sensibility. Not either alone, but both together, provide love with limits. As teachers, we must hold our students' parents in our hearts. From that perspective sensibility opens up, and together with strength, we provide the limits needed in the classroom. In this way, our love of life is revealed and this provides strength whish is visible in the work in the classroom. We imagine our teachers using the love that characterizes them, together with the strength of their own parents. By tapping into this source, love can in turn flow outward towards the students. Likewise we imagine the love of the student’s parents flowing through them - a very powerful image and one that makes all the difference.
When we educate with love, order emerges - the order needed to allow love to flow. Love and order equals strength. A PARENT’S LOVE FLOWING THROUGH THEIR CHILD - THAT IS THE POWER IN EDUCATION.